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Troike, Rudolph C.
1983.
Can Language be Tested?.
Journal of Education,
Vol. 165,
Issue. 2,
p.
209.
Article contents
The effect of a narrative context on the verbal style of middle-class and lower-class children
Published online by Cambridge University Press: 18 December 2008
Abstract
The verbal style of middle-class and lower-class ten-year-old children was assessed in a descriptive communication task using three different types of stimulus items: standard visual, tactual, and items embedded in a narrative. In a partial replication of Heider's (1971) work it was found that lower-class children used a global descriptive style to communicate information about standard visual (abstract) stimuli, whereas middle-class children used an analytic style. Group differences also were observed with tactually input stimuli, although the lower-class responses shifted toward an analytic style. However, both middle-class and lower-class children used an analytic style to describe stimulus items when they were embedded in a narrative context. In addition, order effects were observed, suggesting that lower-class children use an analytic style with standard visual stimuli if they perceive this style as situationally appropriate. Social class differences in verbal style are not only a function of type of stimulus item, but are also a function of strategies applied in the communicative situation.
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